Educating Pre-service Teachers in Technology Use: A Study of Provision at Lebanese Universities

Abstract

In order to better prepare pre-service teachers to teach with technology, the purpose of this
qualitative study was to investigate the current practices and barriers in technology
preparation at seven Lebanese education programs. The study used in-depth interviews,
document analysis and examination of artifacts to investigate the conditions met, strategies
adopted, approaches integrated and content goals pursued within the broader context of a
representative sample of Lebanese universities. The participants were seven university
lecturers who were responsible for pre-service teachers’ educational technology preparation.
Findings revealed inconsistent technology integration across the programs. A number of
factors hindered a systematic implementation of technology integration, including insufficient
training, combined strategies, technology access, shared vision, mastery and vicarious
experiences, faculty development, focus on content area or grade level, and ongoing
assessment. The paper outlines the implications for teacher preparation programs and offers
suggestions for the better preparation of pre-service teachers.